Fidelity checks confirmed program differentiation: SBI elements were implemented substantially more in treatment classrooms while general instructional quality was similar¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Treatment and control classrooms differed significantly on total fidelity of implementation (t(78) = 8.82, p <.001), with treatment teachers implementing SBI elements more (M = 14.33 vs. 7.43). → Jitendra 2017
q3 i? There were no statistically significant differences between groups on quality of instruction ratings (SBI M = 9.50; Control M = 9.28). → Jitendra 2017
Evidence¶
Jitendra 2017¶
Jitendra, A. K., Harwell, M. R., Dupuis, D. N., & Karl, S. R. (2017). A randomized trial of the effects of schema-based instruction on proportional problem solving for students with mathematics problem-solving difficulties. Journal of Learning Disabilities. https://doi.org/10.1177/0022219416629646
q3 · i? · causal · r2
Videotaped-lesson fidelity coding (7-item procedural measure, inter-rater reliability averaging 0.98) with t-tests and Dunn-Bonferroni correction. Differences confirmed program differentiation; the only non-significant procedural item was presenting the solution within the problem context. Quality-of-instruction ratings did not differ between groups.
"Results indicated statistically significant and substantial differences between the treatment and control groups on the total fidelity of implementation score, t(78) = 8.82, p <.001, and all individual items (p <.005) except for item 6"
Discussion¶
Related Claims¶
- Students with MD-PS and their teachers reported positive perceptions of the SBI intervention's diagrams and problem-solving procedures — related
- Fidelity of implementation of early language curricula varies widely across teachers and studies — a broader claim this one bears on
- Treatment classrooms used technology far more intensively than control classrooms, whose technology use remained supplemental — related
- Schema-based instruction improves immediate proportional problem-solving performance of seventh graders with mathematics problem-solving difficulties — related
- The intervention did not change overall classroom instructional quality as measured by the CQELL Generic Lesson Elements and EL Support subscales — related
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